# Lesson 1

Sort, Count, and Compare Groups of Objects

## Warm-up: Choral Count: Count on within 100 (10 minutes)

### Narrative

The purpose of this Choral Count is to invite students to practice counting and notice patterns in the count (MP7, MP8). These understandings help students develop fluency and will be helpful later in this lesson when students will use their knowledge of count sequence to compare groups of objects.

### Launch

• “Count by 1, starting at 57.”
• Record as students count.
• Stop counting and recording at 77.

### Activity

• “What patterns do you see?”
• 1–2 minutes: quiet think time
• Record responses.

### Activity Synthesis

• “Name a number that is more than 64.”
• “Name a number that is more than 71.”
• “Name a number that is less than 67.”
• “Name a number that is more than 65.”

## Activity 1: Sort, Count, and Compare (10 minutes)

### Narrative

The purpose of this activity is for students to sort objects into categories and represent and compare the number of objects in each category.

Engagement: Internalize Self-Regulation. Provide students an opportunity to self-assess and reflect on how they showed their thinking. For example, students can assess if their drawings, numbers, or words answer the questions posed to them.
Supports accessibility for: Attention, Conceptual Processing

### Required Materials

Materials to Gather

### Required Preparation

• Each student needs a bag with 2 different colored beads or other objects, with up to 10 of each color.

### Launch

• Give each student a bag of beads.
• 1 minute: independent work time

### Activity

• “How many beads are in each group? Show your thinking using drawings, numbers, or words.”
• 3 minutes: independent work time
• “Compare the number of beads in each group. Which has more beads? Which has fewer beads? Circle the group that has fewer beads.”
• 1 minute: independent work time
• “Tell your partner which group has fewer beads using this sentence: ‘There are fewer _______ than ______.’”
• 1 minute: partner discussion

### Student Facing

How many beads are in each group?
Show your thinking using drawings, numbers, or words.

_______________

_______________

Circle the group that has fewer beads.

### Activity Synthesis

• “In the next activity, we will get to compare the number of beads in our bag to the beads in a partner’s bag.”

## Activity 2: Who Has More? [OPTIONAL] (15 minutes)

### Narrative

The purpose of this activity is for students to compare groups of up to 20 objects. This activity is optional because the standards do not require students to compare groups of objects or written numbers beyond 10. Students can continue switching bags and counting, representing, and comparing sets of beads, as time permits.

MLR8 Discussion Supports. Invite students to begin partner interactions by repeating the question, “Who has more beads?” This gives both students an opportunity to produce language.

### Required Preparation

• Students need the bags of beads and their representations from the previous activity.

### Launch

• Groups of 2
• “Switch your bag of beads with a partner. Just like you did before, sort the beads into two groups. Figure out how many beads are in each group. Show your thinking using drawings, numbers, or words.”
• 3 minutes: independent work time

### Activity

• “Work with your partner to compare the number of beads in each bag. Which bag has more blue beads? Which bag has fewer yellow beads?”
• 3 minutes: partner work time
• “How many beads are in your bag altogether? Write a number to show how many beads there are altogether.”
• 2 minutes: independent work time
• “Work with your partner to compare the number of beads in each bag. Who has more beads in their bag?”
• 3 minutes: partner work time
• Monitor for students who use objects or drawings to share, for example by lining up and matching the objects. Monitor for students who use their knowledge of the count sequence to compare the written numbers.

### Student Facing

1. How many beads are in each group?
Show your thinking using drawings, numbers, or words.

_______________

_______________

_______________

### Activity Synthesis

• Invite previously identified students to share.

## Activity 3: Centers: Choice Time (20 minutes)

### Narrative

The purpose of this activity is for students to choose from activities that offer practice with number and shape concepts. Students choose from 5 centers introduced in previous units. Students can choose to work at any stage of the centers.
• Less, Same, More
• Math Fingers
• Tower Build
• Math Stories
• Which One
Students will continue to choose from these centers in upcoming lessons. Keep the materials from each center organized to use each day.

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Less, Same, More
• Math Fingers
• Tower Build
• Math Stories
• Which One

### Launch

• Groups of 2
• “Today we are going to choose from centers we have already learned.”
• Display the center choices in the student book.
• “Think about what you would like to do first.”
• 30 seconds: quiet think time

### Activity

• Invite students to work at the center of their choice.
• 8 minutes: center work time
• “Choose what you would like to do next.”
• 8 minutes: center work time

Choose a center.

Less, Same, More

Math Fingers

Tower Build

Math Stories

Which One

## Lesson Synthesis

### Lesson Synthesis

Draw two representations, labelled Tyler and Priya:

Tyler

Priya

“Tyler and Priya both showed how many red and blue beads they had in their bag. Which drawing do you think makes it easier to figure out if there are fewer blue beads or red beads?” (Tyler’s makes it easier to compare because he wrote the numbers. I know that 8 is less than 9. Priya’s makes it easier to compare because she drew circles like they are in a 10-frame. I can see that there is 1 fewer blue bead.)